EDEN 301
TEFL: GRAMMAR
PROF. DR. AYŞE S. AKYEL
KÜBRA AKGÜN
REACTION PAPER
2017 FALL SEMESTER
APPROACHES AND PROCEDURES FOR TEACHING GRAMMAR
Nowadays, grammar has gained an importance in language teaching, especially in EFL (English as a Foreign Language) and ESL (English as a Second Language). In teaching language, grammar, also known as the rules of language, is taught as patterns of sentence. Grammar enables students to use this sentence patterns into real life. In other words, teaching grammar should include not only rules and structure but also meaning and use. Grammar is always thought to be the important part of written language. However, it plays a crucial role in spoken language. We need grammar when we talk and express our feelings. In addition, when reading, we also need grammar to understand and comprehend sentence relations or the meaning of the sentences in a given text or paragraph. Finally, in the case of vocabulary, grammar helps us to combine the words to make well-structured and meaningful sentences in order to communicate successfully.
Many teachers think that, giving the grammatical rules to students as a separated subject is not beneficial to one’s learning process. To make the students apply the grammatical rules into natural communication is a challenging job. Even the teacher gives correct form and structure; learner can make mistakes, even the necessary mistakes. So this paper helps us to teach grammar in a more efficient way.
PRACTICE AND CONSCIOUSNESS-RAISING
The first thing to do when teaching grammar is to help learners to internalize the grammar so that they can use the rules of language in spoken and written communication. Because of this reason, practice and consciousness-raising are highly important for this paper’s subject.
Practice
It is claimed that practice has a key role in learning with a methodology. The 5 elements are stated here;
1. For focused attention, a grammar feature is isolated;
2. The learners need to produce sentences which include target language’s feature;
3. The learners will have the opportunity of repetition;
4. The teachers expect from learners to perform the grammar correctly;
5. The teachers will give feedback on whether the learners perform correctly or incorrectly.
Generally it is accepted that practice can improve fluency and accuracy. Correct use of language can be achieved by controlled and semi-controlled exercises. Linguistics suggests that, in this stage, mistakes should be tolerated in order to encourage them to participate to learning process. Also, making mistakes should be considered as the natural practice of learning. During this stage, a teacher must help students to self-notice and self-correct as these are highly important.
Consciousness-raising
Consciousness-raising is an approach in which instruction such as grammar explanation, through drills etc. is considered as a way of learners’ awareness of the structural features. The main characteristics are proposed by Ellis (2002) involve;
1. For focused attention, there should be effort;
2. The learners should be provided with data which includes explicit rule explanation and targeted feature;
3. The learners expected to show intellectual effort to comprehend the feature;
4. Misunderstanding of the grammatical structure leads to clarification with more data or explanation;
5. Though it is not crucial, learners should enunciate the rule.
Shortly, learners are required to perceive a certain feature however, they do not need to produce or communicate.
EXPLICIT AND IMPLICIT KNOWLEDGE
In the case of EFL, students may become very good at grammar but when it comes to writing and speaking, they sometimes make grammatical mistakes. We need to consider that there are two types of knowledge needed when one wants to gain proficiency in any second language. These are known as explicit (conscious) and implicit (subconscious) knowledge.
Explicit Knowledge
This type of knowledge deals with language itself and can be set out in a tangible form. Explicit knowledge is useful to monitor the output of the language. Generally, we can access it through controlled processing. In a short way, it is grammatical rules which are learned through traditional classroom instruction. For example, a students can know every rule about a tense, (let’s assume that it is simple present tense) but still s/he can make frequent mistakes in speaking or writing. However, it is easier for this student to apply the rule while s/he has time to think about the rule. Therefore, explicit knowledge is learnable. Also, it can be obtained by practice of error correction if there is enough time.
Implicit Knowledge
Implicit knowledge is subconscious knowledge that can be easily accessed during spontaneous language tasks. According to implicit knowledge, a person applies a rule in the same way that a child acquires his/her first language. Brown (2002) suggested that, a child learns every aspect of language (syntax, phonology, semantics, pragmatics etc.) without realization. However, they do not have access to these certain rules explicitly. They cannot explain these rules. For an example, a native student of English can answer all the questions without thinking it twice, but does not know the structural rule behind it. To sum up, implicit knowledge is a subconscious process.
TWO CORE APPROACHES IN GRAMMAR PRESENTATION
There are two approach that can be used when teaching grammar; deductive and inductive approach.
Deductive Approach
Deductive approach is reasoning that works from general to specific. Rules, concepts, theories are introduced first and applications come later. The teacher presents the grammatical rules first and after that gives examples of it. Once the learners understand the rules, they are required to apply them in sentences. Learners can be in control during practice and have less fear of making mistakes in deductive approach (Eisenstein, 1987). In that case, Michael Swan created a guideline;
1. The rules should be correct;
2. The rules should show the limits on the use clearly;
3. The rules should be clear;
4. The rules should be simple;
5. The rules should make us of familiar concepts;
6. The rules should be related. (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
Here are the disadvantages and advantages of the deductive approach;
Advantages
1. This approach goes directly to the point and it can be time-saving.
2. Rules can be explained more simply and clearly.
3. Application examples are given immediately.
4. The deductive knowledge acknowledges the role of cognitive processes of adults.
5. It satisfies many learners’ expectations especially who have analytical style.
Disadvantages
1. Younger learners may not enjoy a lesson which starts with grammatical rules.
2. Younger learners may not be able to understand the terminology.
3. Grammar explanation may prevent interaction and involvement.
4. The explanation only may not be enough to remember.
5. Deductive approach may encourage the idea of language is simply a case of structure.
Inductive Approach
Inductive approach stars reasoning from the specific to general. It begins from the tiny part of language and continues with bigger parts. It is also called rule-discovery learning. This approach encourages students to understand the structure from the examples. Students participate actively and also they develop strategies for themselves to understand the grammatical rules.
Here are the disadvantages and advantages of the inductive approach;
Advantages
1. Learners are familiar with rule-discovery.
2. Learners are more active in class.
3. This approach improves learners’ problem solving and pattern-recognition abilities.
4. If problems are solved, learner get opportunity for language practice
Disadvantages
1. This approach is time and energy consuming.
2. The implicitly given concepts may confuse the learners.
3. In planning lesson, this approach can place an emphasis.
4. This approach encourages the teacher to design data taught systematically and carefully.
5. Some learners may prefer different style of teaching.
Relating deductive and inductive approaches to SLA theory
First of all, deductive approach is relevant to conscious learning. It tries to place an emphasis on error correction and presentation of explicit rules. Deductive approach is an elegant and efficient way to organize the rule. It is usually used with adults. Deductive approach can encourage the learners’ confidence.
Secondly, inductive approach is similar to language acquisition as both of them happen in a subconscious way. According to this approach, learners learn the grammatical rules like children acquire their native language. Also, communication and participation are highly important in this approach than the language form.
Here are the conclusions of deductive and inductive approach;
DEDUCTIVE INDUCTIVE
Formal instruction Similar to language acquisition
Knowing the rule Picking up the rule
Learning consciously Learning subconsciously
Explicit teaching Implicit teaching
PROPOSED PROCEDURE FOR TEACHING GRAMMAR
In the context of EFL, there is a procedure consisting of five steps. Before describing the procedures there are four concerns led to the development of these procedures;
1. The rules of the language are explained without encouraging students to communicate. Though it is an economical way, this may prevent learners from communicating the rules actively.
2. The teachers are using the examples and activities from the grammar course books. Teachers should re-design examples from the books since some examples and activities may not be suitable for learners.
3. Some teachers treat grammar as a different part of the language and they separate it from the rest of the language, also they evaluate learners’ grammar separately. This kind of activities and exams are boring for learners and it may make them confused.
4. Often students may make mistakes about the tenses with or without intention. Even if they know the tenses and structures correctly, they may feel confused or may find it hard to apply.
Five-step Procedure
1. To build up students’ rule knowledge;
2. Rule elicitation;
3. Making students familiar with the rules;
4. To check students understanding;
5. To expand students’ knowledge.
Step 1: Building up students’ knowledge of the rule or rule initiation (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
This step starts with teaching grammar by using leading questions and model sentences. In this step, students should respond orally. The teachers should not tell what structural item s/he is going to describe. Some questions may be asked in the form of yes/no or (w-h) questions.
Examples of Yes/No Question Input
1. Have you had dinner?
2. Has your brother been abroad?
3. Has your father worked for more than 15 years? (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
Examples of Information Question Input
1. How many years has your sister lived in this town?
2. How long has your teacher taught your sister?
3. How many years have you known him? (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
In addition to these inputs, important elements of the sentence should be underlined so they can guess what grammatical items they will learn. This enables students to internalize the rules in written form.
Examples of Noticing Model Sentences
1. We have gone to Paris.
2. I have learned French since 2002.
3. My sister has been here for seven years. (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
Step 2: Eliciting functions of the rule or rule elicitation (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
This step gives students the clear explanations of the language focus uses so students can apply the language appropriately in communicating. In this step, teacher tells the student features of sentence explicitly such as verb form, time signals, functions of tenses etc. Thus, students are prepared for the exercises. This step improves comprehension about what they guessed in previous step.
Step 3: Familiarizing students with the rule in use through exercises or rule practice (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
This step focuses on making rules familiar to students. In this step, teacher gives some exercises and checks for students’ comprehension and encourages them to be active in exercises. The students should write complete sentences as answers by using the given rule.
Example
“Answer the following questions in a complete sentence.
1. How many letters has he written?
2. How long have you studied there?
3. How many years has you father lived in a city?” (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
The next exercise is correct verb completion problem. Students should fill out the suitable grammatical item.
Example
“Change the words in the bracket with an appropriate form.
1. She has not (attend) any meetings.
2. We have not (take) the YGS test.
3. Joey’s parents have (grow) rice crops.” (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
The third exercise is sentence transformation problem. Students are required to change sentence using certain tense into another tense. The fourth exercise is sentence composition problem. In that activity, the data are given and students have to write sentences on the basis of the given data. Students are required use time signals such as for, since, already etc.
Example of tense-based sentence transformation
“Change the following sentences into the present perfect form. You may include a certain time signal if required.
1. She does not go to school yet.
2. We drink coffee.
__________________________________________________________________
3. They read these books.
_________________________________________________________________” (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
The fifth exercise students are required to write sentences using time expressions which are provided in the data. In this case, teacher may monitor students’ development. The sixth exercise includes error recognition and correction. The students should identify and correct the mistakes. This makes students to notice inappropriate feature of the rule carefully.
Examples of error recognition and correction
“Correct the sentences below.
1. They has moved into a new apartment.
2. Maria and Anna have flown on an airplane since many times.
3. There has been some climatic changes lately in my town.” (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
The last exercise is sentence construction and composition based on the tense functions. This exercise makes students practice form and function-based exposure. It can assist students to apply these rules into communication.
Examples of rule-function based sentence composition
“Make two sentences using present perfect tense indicating.
1. An action that began in the past and is still happening now
2. An action that happened more than once in the past
3. An action that has recently happened and it often may have a result in now.” (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
To sum up, all of the exercises are brought together so that students have the opportunities to get closer not only forms but also functions. The goal is to enable students to use grammatical rules and items correctly in communication.
Step 4: Checking students’ comprehension or rule activation (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
This step is created to check students’ understanding of the structural item which is being taught. The teacher should provide an assessment of student comprehension to decide whether the students learned or not. This evaluation can be in the form of sentence construction. In this case students have to work individually.
Example of students’ comprehension of rule-based sentence construction
“Make a sentence using the present perfect tense with time expressions. (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
1. _____________
2. _____________
3. _____________”
Step 5: Expanding students’ knowledge or enrichment (Widodo, Approaches and Procedures for Teaching Grammar, 2006)
The final step geared to expand students’ understanding of the grammatical item which is being taught. In this step, teacher should bring new other activities to reinforce concepts and relate new ones. S/he can give homework or assignment to students to make them work individually and independent. Assignments can contain paragraphs, texts or dialogues of which students will pick up the grammatical item. In this phase, students are expected to be expert in applying the rule into communication and cognitive capacity.
ADVANTAGES AND DISADVANTAGES OF THE PROPOSED PROCEDURE
Here are the advantages of this procedure;
1. This procedure encourage the students’ involvement in communication;
2. Learners discover rules by themselves so it can trigger self-reliance and enhance learning autonomy;
3. Students have the chance to apply their greater degree of cognitive depth;
4. This procedure respects adults’ maturity and intelligence;
5. Learners are highly active in this process;
6. Pattern-recognition and problem-solving are included;
7. This procedure measures learners’ comprehension and progress;
8. The procedure connects to what they have already learned.
Here are the disadvantages of this procedure;
1. It is an intense activity which consumes time and energy;
2. Teachers should be highly knowledgeable about the grammatical rule;
3. This procedure may not be preferred by some students who would prefer simply to be told the rule.
Conclusion
The ultimate aim of teaching grammar is to provide students the knowledge of structure which they can comprehend while they are listening, speaking, reading and writing. They should not have any trouble applying the language into their lives and communicative tasks. The most crucial things for a teacher to do is prepare syntactically correct and semantically meaningful examples and activities in order to make students understand and have the opportunity to make use of them.